Demonstrates growth and competence in: media (text, audio, and video production tools), productivity tools (presentation, statistical, database), communication tools, email, chat, discussions, telephone, texting, networking tools, web, integration of platforms and applications
Demonstrates growth and competence in: library skills and information literacy, search strategies, evaluating sources, mathematical reasoning, scientific method, data presentation and interpretation, rubrics, assessment, reflection
1
Total =
5
My ePortfolio
Lefthand Column:
Attach your artifact using this format (Who_What_When):
I learned that if I put more effort into what I wrote in the process paper I will get a better grade, and if you do it honestly it will help somewhat more than writing it plain and boring, like I choose this topic because I thought it would be the easiest topic to do, like why did you think it was the easiest topic to do, did your prediction come out true or false? If false why? Honestly it's not that hard to openly express your feelings, your not being judged. I also learned that staying on topic is very hard but can be done. I enjoyed opening up to what I really felt was easy and hard and just everything. I found that if I just wrote my honest opinion I will stay on topic more and not go off on my life’s story like I usually do. I found it hard to focus because of my adhd but that’s no excuse. Next time I will revise my paper and see if it tells only what he/she needs to know and no extra unneeded information, unless it describes what I'm writing about. Something that helped me was to think if I was a teacher what grade would I give myself? Would it be a grade that I could be proud of? Or would it be a grade where I regret my words and wish I would have written more? I do that because it's to me like the saying 'Take a walk in someone elses shoes' how would I feel if I was the reader would I like what is written or would I be questioning the writers(me/I) effort and how much time they (me/I) put into it and why would they (me/I) get the grade chosen and would they (me/I) have a objectitive to why I should have got a better grade than what I recieved. Staying on task/topic is the hardest thing for me but after a while you learn to control it and I will work on that more next time. If I could do something different I would definitely follow the rubric and thoroughly explain things a little more even if I have to write 100 more words. It never hurts to write more than what is ask of you.
Demonstrates growth and competence in: media (text, audio, and video production tools), productivity tools (presentation, statistical, database), communication tools, email, chat, discussions, telephone, texting, networking tools, web, integration of platforms and applications
I learned how to enhance my artistic skills for PowerPoint’s because this was our third project and by now we had to be very skilled with everything we did. So I had to step up my game and take it to the next level by adding better photos and videos and making it more of an attention grabber. I found it very difficult to not go crazy with colors and make it too distracting. What helped me was to pause after each PowerPoint I made and see if I could focus on what I needed to focus on. Next time I think I would do even better if I ask the teacher or another student to revise my PowerPoint for spelling and grammar and to see if it’s too distracting. and ask what needs to be changed before I present it in front of people. I really enjoyed messing with the different color choices. I found myself getting distracted by a few of my slides so I changed it. What works for me is the put myself in the audience’s shoes thinking about friends being in the class, right before lunch, warm, and even some tired. Would I actually want to pay attention to a PowerPoint like mine? What would (I) a student really get into it? Or would I zone off while the presenter reads on? I do this because I know as a fellow student some peoples projects really bore me and I zone off into my own world. I usually focus better when I see a video or pictures or even Bright (look at me) colors. Because Its likes wow thats amazing!
Well, this isn’t a normal document it is a song but I learned how to work with a partner to be able to agree on one thing not argue with each other. I found it difficult not to be like no we are doing the song I like not the songs you like. It was hard for me to respect her opinion also. but I have learned in the years that agrueing doesn’t get you anywhere but fighting so I asked how about this song "waiting outside the lines" and she liked it to because it relates to true things in our life. If I could do something differently I would have agreed on a song she liked first. I enjoyed working with my partner and really learning what types of songs she likes and how different and similar it is to the type I listen to. I found it easiest to keep trying until we agreed on a song that we feel really connected with our thoughts. The next step would be for us to correspond why we thought this song described who we are and how it connects to us and what the lyrics are meant to mean
Demonstrates growth and competence in: library skills and information literacy, search strategies, evaluating sources, mathematical reasoning, scientific method, data presentation and interpretation, rubrics, assessment, reflection
Other Artifacts
Introduction of Self
Produce a video Introduction to Self that identifies and summarizes strengths and goals and describes how school life and personal lives are related.
Personal Education Plan
Create a PEP that is specific to your goals and desires, with detailed descriptions on current status and plans to reach goals (including the commitment to refer back to the PEP often and confer with teachers).
Skills Resume
Produce a Skills Resume by reflecting on your own skills/experiences and develop the habit of constructing and maintaining a resume.
Self-Reflective Video
Produce a mid-year Self-Reflective Video that summarizes what you have accomplished so far and helps to set goals for the remainder of the year. Students will revisit this video in an end-of-year reflection.
CAITLYN SHARPE
My ePortfolio-at-a-Glance
Self Knowledge
Demonstrates growth and competence in:goal setting, planning, assuming responsibility, motivation/self direction, reflection, self assessment, multiple intelligences, emotional intelligence, finding your passion
Technology Tools
Demonstrates growth and competence in:media (text, audio, and video production tools), productivity tools (presentation, statistical, database),
communication tools, email, chat, discussions, telephone, texting, networking tools, web, integration of platforms and applications
Communication Process
Demonstrates growth and competence in:public presentation of self, interpersonal relationships (peers, family, teachers, mentors), public speaking
Collaboration and Community
Demonstrates growth and competence in:workplace expectations/skills/abilities, workplace resources, collaboration and teamwork, decision making, problem solving, creativity, navigating the community,
civic engagement (leadership, social skill, politeness, task skill, helpfulness, diversity, clarity, success of outcomes)
Research and Assessment Tools
Demonstrates growth and competence in:library skills and information literacy, search strategies, evaluating sources, mathematical reasoning, scientific method, data presentation and interpretation, rubrics, assessment, reflection
My ePortfolio
Attach your artifact using this format (Who_What_When):
Type your reflection.
The Five 21st Century Skills
Self Knowledge
Demonstrates growth and competence in:goal setting, planning, assuming responsibility, motivation/self direction, reflection, self assessment, multiple intelligences, emotional intelligence, finding your passion
Technology Tools
Demonstrates growth and competence in:media (text, audio, and video production tools), productivity tools (presentation, statistical, database),
communication tools, email, chat, discussions, telephone, texting, networking tools, web, integration of platforms and applications
Communication Process
Demonstrates growth and competence in:public presentation of self, interpersonal relationships (peers, family, teachers, mentors), public speaking
Collaboration and Community
Demonstrates growth and competence in:workplace expectations/skills/abilities, workplace resources, collaboration and teamwork, decision making, problem solving, creativity, navigating the community,
civic engagement (leadership, social skill, politeness, task skill, helpfulness, diversity, clarity, success of outcomes)
Research and Assessment Tools
Demonstrates growth and competence in:library skills and information literacy, search strategies, evaluating sources, mathematical reasoning, scientific method, data presentation and interpretation, rubrics, assessment, reflection
Other Artifacts
Introduction of Self
Produce a video Introduction to Self that identifies and summarizes strengths and goals and describes how school life and personal lives are related.Personal Education Plan
Create a PEP that is specific to your goals and desires, with detailed descriptions on current status and plans to reach goals(including the commitment to refer back to the PEP often and confer with teachers).
Skills Resume
Produce a Skills Resume by reflecting on your own skills/experiences and develop the habit of constructing and maintaining a resume.Self-Reflective Video
Produce a mid-year Self-Reflective Video that summarizes what you have accomplished so far and helps to set goals for the remainder of the year.Students will revisit this video in an end-of-year reflection.